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Regents' Center for Early Developmental Education

Plus One Bingo (4-year-olds)

Recommended # of Players: 2 or more
Plus One Bingo

+__ Bingo is a very simple family of games. Children are able to actively participate throughout the entire game. Even as children take turns rolling the die and announcing the number, all players get to place a mark on the number that is called at each turn.

Addition of numbers 1-5: Players have the opportunity to practice adding small numbers (1-5) to numbers 1-6. This provides children with a good alternative to drills with sums. Teachers can also observe how children add small numbers (counting up versus counting on; starting with the largest number versus starting with the number on the die even when it is smaller than the number being added).

Spatial Reasoning: Players have the opportunity to decant from thinking about only horizontal and vertical rows. To be successful, they must consider diagonal rows, as well. Players must evaluate all the possible boxes to place their chip and decide which box is the most beneficial to help them achieve 6 chips in a row.

Click the below icons to print out game board, rules and notes.

Plus One Bingo Game board #1

Plus One Bingo: Game board #1

Plus One Bingo Game board #2

Plus One Bingo: Game board #2

Plus One Bingo Game board #3

Plus One Bingo: Game board #3

Plus One Bingo Game board #4

Plus One Bingo: Game board #4

Plus One Bingo rules

Plus One Bingo: Rules

Plus One Bingo notes

Plus One Bingo: Notes

Standards Addressed: 

Kindergarten

Counting and Cardinality 

Know number names and the count sequence.

  • K.CC.1. Count to 100 by ones and by tens.
  • K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Count to tell the number of objects.

  • K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
    • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
    • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • Understand that each successive number name refers to a quantity that is one larger.
  • K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1to 20, count out that many objects.

Compare numbers

  • K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Operations and Algebraic Thinking 

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
  • K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
  • K.OA.5. Fluently add and subtract within 5.

Geometry 

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

  • K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.